研究目的：（1）了解中小学教师的职业倦怠现状，探讨性别、年龄等人口统计学变量对其的影响；（2）了解中小学教师体育锻炼、职业压力和教学效能感关系状况，及其与职业倦怠的关系；（3）探讨教师职业倦怠、体育锻炼、职业压力及教学效能感四者之间的关系，并建立关系模型。研究方法：本研究采用教师职业压力问卷、身体锻炼等级量表、教师教学效能感量表和职业倦怠问卷对北京师范大学暑期在职教师培训课程上的820名教师的职业压力、身体锻炼、教学效能感和职业倦怠水平进行测量。研究结果：（1）教师职业倦怠中的情绪衰竭最为严重，年龄和职称对职业倦怠的影响显著。另外不同收入水平，对教师的情绪衰竭影响是显著的，职称与收入的交互作用只在无力感维度显著。（2）教师群体总体体育锻炼量不大，性别的主效应显著，性别和年龄的交互作用显著。（3）对教师的情绪衰竭而言，体育锻炼和职业压力的主效应均显著，二者的交互效应也显著；对于无力感而言，职业压力主效应显著，二者的交互作用也显著；对于非人性化而言，只有职业压力主效应显著。（4）教学效能感对教师职业倦怠的三个维度（情绪衰竭、无力感、非人性化）均有显著影响。体育锻炼与教学效能感的交互作用只在非人性化方面显著。（5）职业压力可以通过体育锻炼和一般教育效能感的中介作用间接预测职业倦怠水平。（6）职业压力可以通过个人教学效能感的中介作用间接预测其职业倦怠水平，但体育锻炼的中介作用不显著。（7）个人教学效能感是职业压力增加教师情绪衰竭的重要中介变量，但体育锻炼的中介作用不显著。研究结论：教师教学效能感与体育锻炼均是职业压力与职业倦怠之间重要的中介变量。

Purpose: （1）To examine the status of teachers’ burnout ,to assess their levels in terms of gender, age and other demographic variables;（2）To assess the relationships of physical exercises , occupational stress and teacher efficacy and their effect on teacher burnout; （3）To assess the relationship among teacher burnout , physical exercise, occupational stress and teaching efficacy, and the model of the variables.Methodology: Four scales (teacher occupational stress scale, teacher self-efficacy scale, physical exercise scale ,burnout scale)were administered to a sample of 820 primary and middle school teachers ,who were taking training classes in Beijing Normal University .Results: (1) Emotional exhaustion was the worst in teacher burnout, the impact of age and gender on job burnout were significant. The impact of teacher rank was significant. Also emotional exhaustion had significant difference in term of income, significant difference only found in depersonalization in term of the interaction of teacher rank and income. (2) Teachers’ exercise amount was small, the main effect of gender was significant,significant difference can be found in the interaction between gender and age. (3 ) In term of emotional exhaustion, both physical exercise and the occupational stress’s main effects were significant, interaction between the two variables was also significant; occupational stress’s main effect was significant in personal accomplishment, interaction between exercise and occupational stress was also significant as for depersonalization, significant difference can only be found in the main effect of occupational stress. (4) In terms of teacher emotional exhaustion, personal accomplishment and depersonalization,the main effect of Teaching Efficacy was significant,but their interaction was only significant in depersonalization. (5) The mediation role of physical activity was significant, general teaching efficacy role was also significant between exercise and occupational stress and burnout. (6) Personal teaching efficacy’s mediation role was significant between exercise and occupational stress. (7) Personal teaching efficacy’s mediate significantly between exercise and Emotional Exhaustion.Conclusion: both teaching efficacy and exercise are important mediation variables between occupational stress and burnout.